PME-NA

Zone of Development, Movement, and Action: Leveraging Mathematics Teacher Educators' Professional Identifies

• In Event: Zone of Development, Movement, and Action: Leveraging Mathematics Teacher Educators' Professional Identifies

Description

Mathematics teacher educator (MTE) professional identities evolve within the cultural and pedagogical landscapes of mathematics education. For international mathematics teacher educators (IMTEs), this evolution is uniquely shaped by their navigation of multiple education systems, languages, and world views. The study explores how IMTEs’ multifaceted identities influence their pedagogy and means of supporting preservice teachers (PSTs) as they adapt to a new educational system. We explored IMTEs’ shifting perceptions of mathematics, pedagogy, and professional belonging. Through interpretive phenomenological analysis of seven IMTE interviews, we highlight their experiences transitioning into U.S. higher education revealing how their cultural and academic history shapes their practices. The study sees the merit in further investigations into IMTEs’ experience, with implications for their possible contribution to mathematics teacher education through their diverse voices.

Authors

• Nirmala Naresh, University of North Texas

• Zareen Gul Aga, James Madison University

• Pavneet Kaur Bharaj, California State University Long Beach

• Maryam Zolfaghari, Kent State University

• Sebnem Atabas, University of Saint Joseph

• Yi-Jung Lee, University of Georgia

• Zuhal Yilmaz, North Carolina State University